The patterns of reading achievement growth for Title I children in Cincinnati, Ohio, schools were examined to see whether gains in reading achievement by these children were lost over the summer months. The subjects were 295 children who remained in the program from second to fourth grade, and 175 children who remained in the program from third to fifth grade. Reading achievement loss was measured in absolute terms (lower scores in fall than in spring) and in relative terms (smaller than expected gains between spring and fall). Loss in absolute reading achievement occurred in only one of four summer periods; and this absolute loss was related to changes in the achievement test levels administered during the spring and fall. When compared to national norms, relative losses in reading achievement were found in three of the four summer periods. During the two-year period, a significantly higher growth in reading achievement occurred for the Title I children than for other Cincinnati elementary school children. The summer gains and losses in relative achievement were not predictable from year to year for individual children. (Author/RL)